research on teacher startegies to deal with misbehaviour of students (Thesis Sample)

TEACHER STRATEGIES TO DEAL WITH THE STUDENTS’ MISBEHAVIOR IN CLASSROOM AT HAZARA UNIVERSITY MANSEHRA
TABLE OF CONTENT
S.No contents Page No
TOC \o "1-3" \h \z \u HYPERLINK \l "_Toc89015690" 1.CHAPTER 1 INTRODUCTION PAGEREF _Toc89015690 \h 1
HYPERLINK \l "_Toc89015691" 1.1.Statement of the Problem PAGEREF _Toc89015691 \h 3
HYPERLINK \l "_Toc89015692" 1.2.Objectives of the Study PAGEREF _Toc89015692 \h 3
HYPERLINK \l "_Toc89015693" 1.3.Research Questions PAGEREF _Toc89015693 \h 4
HYPERLINK \l "_Toc89015694" 1.4.Significance of the Study PAGEREF _Toc89015694 \h 4
HYPERLINK \l "_Toc89015695" 1.5.Delimitation of the Study PAGEREF _Toc89015695 \h 4
HYPERLINK \l "_Toc89015696" 2.CHAPTER 2 REVIEW OF RELATED LITERATURE PAGEREF _Toc89015696 \h 5
HYPERLINK \l "_Toc89015698" 2.1.Student Misbehavior PAGEREF _Toc89015698 \h 5
HYPERLINK \l "_Toc89015699" 2.2.Students’ Misbehavior in the Classroom PAGEREF _Toc89015699 \h 6
HYPERLINK \l "_Toc89015700" 2.3.Types of Student’s Misbehavior at Different Levels PAGEREF _Toc89015700 \h 7
HYPERLINK \l "_Toc89015701" 2.3.1 Misbehavior at School Level PAGEREF _Toc89015701 \h 7
HYPERLINK \l "_Toc89015702" 2.3.2 Misbehavior at University Level PAGEREF _Toc89015702 \h 7
HYPERLINK \l "_Toc89015703" 2.4.Different Age Groups and Different Problems PAGEREF _Toc89015703 \h 8
HYPERLINK \l "_Toc89015704" 2.5.Causes of Misbehavior of Students PAGEREF _Toc89015704 \h 9
HYPERLINK \l "_Toc89015705" 2.6.Reason for Students’ Misbehavior PAGEREF _Toc89015705 \h 11
HYPERLINK \l "_Toc89015706" 2.7.Coping Student's Misbehavior Behavior in the Classroom PAGEREF _Toc89015706 \h 12
HYPERLINK \l "_Toc89015707" 2.8.Behavior Modification PAGEREF _Toc89015707 \h 12
HYPERLINK \l "_Toc89015708" 2.9.Behavior Modification Principles PAGEREF _Toc89015708 \h 13
HYPERLINK \l "_Toc89015709" 2.10. Guidelines for Handling Common Misbehavior of Students PAGEREF _Toc89015709 \h 14
HYPERLINK \l "_Toc89015710" 2.11. General Principles for Managing Misbehavior of Students PAGEREF _Toc89015710 \h 14
HYPERLINK \l "_Toc89015711" 2.12. Teacher Strategy for Dealing with Students’ Misbehavior PAGEREF _Toc89015711 \h 16
HYPERLINK \l "_Toc89015712" 2.11.1 Written Policies PAGEREF _Toc89015712 \h 19
HYPERLINK \l "_Toc89015713" 2.11.2 Role and Responsibility of Faculty PAGEREF _Toc89015713 \h 20
HYPERLINK \l "_Toc89015714" 2.11.3 Managing Conflict PAGEREF _Toc89015714 \h 20
HYPERLINK \l "_Toc89015715" 3.CHAPTER 3 RESEARCH METHADOLOGY PAGEREF _Toc89015715 \h 22
HYPERLINK \l "_Toc89015717" 3.1.Research Design PAGEREF _Toc89015717 \h 22
HYPERLINK \l "_Toc89015718" 3.2.Population PAGEREF _Toc89015718 \h 22
HYPERLINK \l "_Toc89015719" 3.3.Sample PAGEREF _Toc89015719 \h 22
HYPERLINK \l "_Toc89015720" 3.4.Instrument PAGEREF _Toc89015720 \h 23
HYPERLINK \l "_Toc89015721" 3.5.Validity of the Instrument PAGEREF _Toc89015721 \h 23
HYPERLINK \l "_Toc89015722" 3.6.Reliability PAGEREF _Toc89015722 \h 23
HYPERLINK \l "_Toc89015723" 3.7.Data Collection PAGEREF _Toc89015723 \h 23
HYPERLINK \l "_Toc89015724" 3.8.Data Analysis PAGEREF _Toc89015724 \h 24
HYPERLINK \l "_Toc89015725" 4.CHAPTER 4 ANALYSIS AND INTERPRETATION OF DATA PAGEREF _Toc89015725 \h 25
HYPERLINK \l "_Toc89015727" 4.1.Analysis of Male teacher’s perception PAGEREF _Toc89015727 \h 25
HYPERLINK \l "_Toc89015728" 4.2.Analysis of female teachers' perception PAGEREF _Toc89015728 \h 33
HYPERLINK \l "_Toc89015730" 4.3.Comparative views of male and female teachers strategies PAGEREF _Toc89015730 \h 41
HYPERLINK \l "_Toc89015731" 5.CHAPTER 5 SUMMARY, FINDINGS, CONCLUSIONS,
ANDRECOMMENDATIONS PAGEREF _Toc89015731 \h 44
HYPERLINK \l "_Toc89015733" 5.1.Summary PAGEREF _Toc89015733 \h 44
HYPERLINK \l "_Toc89015734" 5.2.Findings PAGEREF _Toc89015734 \h 44
HYPERLINK \l "_Toc89015735" 5.3.Conclusions PAGEREF _Toc89015735 \h 50
HYPERLINK \l "_Toc89015736" 5.4.Discussion PAGEREF _Toc89015736 \h 51
HYPERLINK \l "_Toc89015737" 5.5.Recommendations PAGEREF _Toc89015737 \h 53
HYPERLINK \l "_Toc89015738" 5.6.Recommendation for future research: PAGEREF _Toc89015738 \h 53
HYPERLINK \l "_Toc89015739" 6.REFERENCES PAGEREF _Toc89015739 \h 55
HYPERLINK \l "_Toc89015740" 7.APPENDIX A
LIST OF TABLES
S.NoTitle of Table Page No
TOC \h \z \c "Table" HYPERLINK \l "_Toc81425221" Table 4.1:Male teacher's perception about Orientational strategy PAGEREF _Toc81425221 \h 25
HYPERLINK \l "_Toc81425222" Table 4.2 Male teacher's perception about reprimand and punishment strategy PAGEREF _Toc81425222 \h 27
HYPERLINK \l "_Toc81425223" Table 4.3 Male teacher’s perception about counseling strategy PAGEREF _Toc81425223 \h 29
HYPERLINK \l "_Toc81425224" Table 4.4 Male teacher's perception about interaction strategy PAGEREF _Toc81425224 \h 30
HYPERLINK \l "_Toc81425225" Table 4.5 Male teacher’s perception about reward and reinforcement strategy PAGEREF _Toc81425225 \h 32
HYPERLINK \l "_Toc81425226" Table 4.6 Female teacher's perception about Orientational strategy PAGEREF _Toc81425226 \h 33
HYPERLINK \l "_Toc81425227" Table 4.7 Female teacher’s perception about reprimand and punishment strategy PAGEREF _Toc81425227 \h 35
HYPERLINK \l "_Toc81425228" Table 4.8 Female teacher's perception about counseling strategy PAGEREF _Toc81425228 \h 37
HYPERLINK \l "_Toc81425229" Table 4.9 Female teacher's perception about interaction strategy PAGEREF _Toc81425229 \h 38
HYPERLINK \l "_Toc81425230" Table 4.10 Female teacher's perception about reward and reinforcement strategy PAGEREF _Toc81425230 \h 40
HYPERLINK \l "_Toc81425231" Table 4.11. Comparative views of a male and female teacher's about orientational strategies to deal with the misbehavior PAGEREF _Toc81425231 \h 41
HYPERLINK \l "_Toc81425232" Table 4.12. Comparative views of male and female teacher's about reprimand and punishment strategies to deal with the misbehavior PAGEREF _Toc81425232 \h 42
HYPERLINK \l "_Toc81425233" Table 4.13. Comparative views of male and female teacher's about counseling strategies to deal with the misbehavior PAGEREF _Toc81425233 \h 42
HYPERLINK \l "_Toc81425234" Table 4.14.comparative views of male and female about interactions strategy to deal with the misbehavior PAGEREF _Toc81425234 \h 43
HYPERLINK \l "_Toc81425235" Table 4.15 Comparative view of a male and female teacher's about reward and reinforcement strategy to deal with the misbehavior PAGEREF _Toc81425235 \h 43
ABSTRACT
The purpose of this study is to explore the male and female teacher's strategies to deal with the misbehavior of students in the classroom at Hazara University Mansehra. The objectives of the research were (a) to find out the strategies used by female teachers to deal with the misbehavior of students. (b) To find out the strategies used by male teachers to deal with the misbehavior of students (c) To compare the perception of male and female teachers about the strategies to deal with the misbehavior of students. The questionnaire was given to the sample population which comprises all male and female teachers of the selected department of natural and social sciences. The SPSS software was used to analyze data. The data was organized in the form of tables, frequencies, and percentages, and a t-test was used to analyze the comparative view of male and female teachers' strategies to deal with the misbehavior of students. The results of the data analysis show the strategies that the male and female teachers use to deal with students' misbehavior in the classroom are Orientational strategy, reprimand, and punishment, interaction, counseling, and reward and reinforcement strategy. The result of data analysis also shows the comparative views of male and female teacher strategies to deal with the misbehavior of students in the classroom.it was found that female teachers use Orientational, reprimand, and Punishment strategy and counseling strategy effectively than male teachers. Both male and female teachers use interaction strategies more effectively as compare to others.
CHAPTER 1
INTRODUCTION
Dealing with student misbehavior is an unavoidable task for all teachers. Teachers encounter some kind of misbehavior that sometimes occurs in the learning process. It became more problematic as it affects the classroom environment. A good classroom environment is affected by the occurrence of inappropriate behaviors that disrupt the classroom process and prevent both the student and teacher from achieving their goals. Bad behavior in class threatens teachers and students. Teachers must have the ability to managing the classroom and maintain an effective and productive learning environment. According to Ozben (2010) classroom management is any. Actions were taken to create and maintain a learning environment, establish rules and procedures draw students' attention to class, and participate in activities.
Misbehaviour means bad behavior or inappropriate behavior. Any behavior that reduces the teacher’s ability to maintain an effective learning environment in the classroom or the act of students that distracts the flow of the learning process is known as student misbehavior. Stewart (1998) states that ...